Jie Cai

Wen Ye, Wei Yang, Defu Cao et al.

Time series analysis is crucial in real-world applications, yet traditional methods focus on isolated tasks only, and recent studies on time series reasoning remain limited to either single-step inference or are constrained to natural language answers. In this work, we introduce TS-Reasoner, a domain-specialized agent designed for multi-step time series inference. By integrating large language model (LLM) reasoning with domain-specific computational tools and an error feedback loop, TS-Reasoner enables domain-informed, constraint-aware analytical workflows that combine symbolic reasoning with precise numerical analysis. We assess the system's capabilities along two axes: (1) fundamental time series understanding assessed by TimeSeriesExam and (2) complex, multi-step inference evaluated by a newly proposed dataset designed to test both compositional reasoning and computational precision in time series analysis. Experiments show that our approach outperforms standalone general-purpose LLMs in both basic time series concept understanding as well as the multi-step time series inference task, highlighting the promise of domain-specialized agents for automating real-world time series reasoning and analysis.

Jie Cai, Zibo Meng, Jiaming Ding et al.

Image Super-Resolution (ISR), which aims at recovering High-Resolution (HR) images from the corresponding Low-Resolution (LR) counterparts. Although recent progress in ISR has been remarkable. However, they are way too computationally intensive to be deployed on edge devices, since most of the recent approaches are deep learning-based. Besides, these methods always fail in real-world scenes, since most of them adopt a simple fixed "ideal" bicubic downsampling kernel from high-quality images to construct LR/HR training pairs which may lose track of frequency-related details. In this work, an approach for real-time ISR on mobile devices is presented, which is able to deal with a wide range of degradations in real-world scenarios. Extensive experiments on traditional super-resolution datasets (Set5, Set14, BSD100, Urban100, Manga109, DIV2K) and real-world images with a variety of degradations demonstrate that our method outperforms the state-of-art methods, resulting in higher PSNR and SSIM, lower noise and better visual quality. Most importantly, our method achieves real-time performance on mobile or edge devices.

Lan Luo, Anqi Wang, Muzhi Zhou et al.

Parent child tutoring is a collaborative learning setting with asymmetric roles, where parents guide children s problem solving while children engage in understanding and reasoning. However, most LLM based learning systems are designed for either single users or symmetric collaboration, leaving parent child tutoring with distinct instructional roles underexplored. Through a formative study, we find that effective parent child tutoring depends on preserving these distinct roles, with parents guiding the learning process and children remaining actively engaged in reasoning. We also identify recurring challenges when parents struggle to understand problem structure, lack sufficient knowledge to provide support, or encounter communication difficulties that disrupt shared understanding. To address these challenges, we present ParaTutor, a scaffolding system that provides different forms of support to parents and children. ParaTutor supports parents with guidance for tutoring and provides children with visual grounding for problem solving. We evaluate ParaTutor with 23 parent child dyads (children aged 10 to 12) under four tutoring conditions that vary how LLM assistance is delivered. Results show that generic LLM assistance tends to reduce the parent s role in tutoring, whereas ParaTutor better preserves parent led support and sustains children s participation in reasoning. These findings suggest that in multi users learning, the value of LLM support depends not only on model capability but also on how support is distributed across users with different roles. Our work contributes design implications for LLM systems that support family learning.